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Indicator 7 Child Outcomes MAKING SENSE OF THE DATA June 2010 1.

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Presentation on theme: "Indicator 7 Child Outcomes MAKING SENSE OF THE DATA June 2010 1."— Presentation transcript:

1 Indicator 7 Child Outcomes MAKING SENSE OF THE DATA June

2 Indicator #7 – Child Outcomes Percent of preschool children with IEPs who demonstrate improved: 1. Social-emotional skills (including social relationships) 2. Acquisition and use of knowledge and skills (including early language/communication and early literacy) 3. Use of appropriate behaviors to meet their needs 2

3 What Happens to the Data? From Entry/Exit Ratings to Summary Statement Percentages Districts/counti es determine child’s level of functioning using a 7-point scale and report entry and exit data to the DPI DPI converts entry and exit data into progress categories DPI then converts data from 5 progress categories into 2 summary statements and reports this to OSEP 3

4 The 7-Point Entry/Exit Rating Scale Definitions 4 Rating Scale: 1 Child does not yet show functioning expected of a child his or her age in any situation. Child’s functioning does not yet include immediate foundational skills upon which to build age- appropriate functioning. Child’s functioning reflects skills that developmentally come before immediate foundational skills. Child’s functioning might be described as like that of a much younger child.

5 The 7-Point Entry/Exit Rating Scale Definitions 5 Rating Scale: 2 Child occasionally uses immediate foundational skills across settings and situations. More functioning reflects skills that are not immediate foundational than are immediately foundational.

6 The 7-Point Entry/Exit Rating Scale Definitions 6 Rating Scale: 3 Child does not yet show functioning expected of a child of his or her age in any situation. Child uses immediate foundational skills, most or all of the time, across settings and situations. Immediate foundational skills are the skills upon which to build age- appropriate functioning. Functioning might be described as like that of a younger child.

7 The 7-Point Entry/Exit Rating Scale Definitions 7 Rating Scale: 4 Child shows occasional age-appropriate functioning across settings and situations. More functioning is not age-appropriate than age-appropriate.

8 The 7-Point Entry/Exit Rating Scale Definitions 8 Rating Scale: 5 Child shows functioning expected for his or her age some of the time and/or in some settings and situations. Child’s functioning is a mix of age-appropriate and not age-appropriate behaviors and skills. Child’s functioning might be described as like that of a slightly younger child.

9 The 7-Point Entry/Exit Rating Scale continued 9 Rating Scale: 6 Child’s functioning generally is considered appropriate for his or her age but there are some significant concerns about the child’s functioning in this outcome area. These concerns are substantial enough to suggest monitoring or possible additional support. Although age-appropriate, the child’s functioning may border on not keeping pace with age expectations.

10 The 7-Point Entry/Exit Rating Scale continued 10 Rating Scale: 7 Child shows functioning expected for his or her age in all or almost all everyday situations that are part of the child’s life. Functioning is considered appropriate for his or her age. No one has any concerns about the child’s functioning in this outcome area.

11 5 Progress Categories for Child Outcomes Percent of preschool children who: a.Did not improve functioning b.Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers c.Improved functioning to a level nearer to same-aged peers but did not reach it d.Improved functioning to reach a level comparable to same-aged peers e.Maintained functioning at a level comparable to same- aged peers 11

12 Key Points in Calculation of Progress Categories 12 The progress categories describe types of progress children can make between entry and exit Two COSF ratings (entry and exit) are needed to calculate the child’s progress category Calculation of progress categories happens at the state level

13 Progress Category “a” 13 a. Percent of preschool children who did not improve functioning  Children who acquired no new skills and regressed during their time in the program  Children who did not gain or use even one new skill  Children with degenerative conditions/significant disabilities

14 14 EntryExit

15 15 EntryExit

16 Progress Category “b” 16 b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers  Children who acquired new skills but continued to grow at the same rate throughout their time in the program  Children who gained and used new skills but did not increase their rate of growth or change their growth trajectories while in services

17 17 EntryExit

18 18 EntryExit

19 Progress Category “c” 19 c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it  Children who acquired new skills and accelerated their rate of growth during their time in the program  Children who made progress toward catching up with same-aged peers but were still functioning below age expectations when they left the program  Children who changed their growth trajectories -- “narrowed the gap”

20 20 EntryExit

21 Progress Category “d” 21 d. Percent of preschool children who improved functioning to reach a level comparable to same- aged peers  Children who were functioning below age expectations when they entered the program but were functioning at age expectations when they left

22 22 EntryExit

23 Progress Category “e” 23 e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers  Children who were functioning at age expectations when they entered the program and were functioning at age expectations when they left

24 24 EntryExit

25 25 EntryExit

26 Progress Category Data

27 Outcome #1 Comparison with National Data Positive social -motional skills (including social relationships) 27

28 Outcome #2 Comparison with National Data Acquisition and use of knowledge and skills (including early language/communication and early literacy) 28

29 Outcome #3 Comparison with National Data Use of appropriate behaviors to meet their needs 29

30 The Summary Statements 30 Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent of those preschool children who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.

31 Summary Statement #1 Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent of those preschool children who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. In other words… How many children changed growth trajectories during their time in the program? Percent of the children who made greater than expected gains, made substantial increases in their rates of growth, i.e. changed their growth trajectories. Formula 31

32 Summary Statement #2 The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program. In other words… How many children were functioning within the bounds of age expectations when they left the program? Percent of the children who were functioning at age expectations in this outcome area when they exited the program, including those who: started out behind and caught up (”d”) Entered and exited at age level (“e”) Formula 32

33 Wisconsin Baseline and Targets for Summary Statements (SS) Data Baseline Target Target Outcome #1 – Positive Social- Emotional Skills SS #1 – 79.0 SS #2 – 69.5 SS #1 – 79.2 SS #2 – 69.7 SS #1 – 79.4 SS #2 – 69.9 Outcome #2 – Acquiring and Using Knowledge & Skills SS #1 – 81.9 SS #2 – 61.7 SS #1 – 82.1 SS #2 – 61.9 SS #1 – 82.3 SS #2 – 70.1 Outcome #3 – Using Appropriate Behavior to Meet Needs SS #1 – 81.8 SS #2 – 80.3 SS #1 – 82.0 SS #2 – 80.4 SS #1 – 82.8 SS #2 – 80.5

34 What Does This Mean for Outcome #1 – Positive Social-Emotional Skills? 34 Summary Statement 1 Of those preschool children who entered the preschool program below age expectations in Outcome #1, 79.0% substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Summary Statement % of preschool children were functioning within age expectations in Outcome #1 by the time they turned 6 years of age or exited the program.

35 What Does This Mean for Outcome #2 – Acquiring & Using Knowledge & Skills? 35 Summary Statement 1 Of those preschool children who entered the preschool program below age expectations in Outcome #2, 81.9% substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Summary Statement % of preschool children were functioning within age expectations in Outcome #2 by the time they turned 6 years of age or exited the program.

36 What Does This Mean for Outcome #3 – Using Appropriate Behavior to Meet Needs? 36 Summary Statement 1 Of those preschool children who entered the preschool program below age expectations in Outcome #3, 81.8% substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Summary Statement % of preschool children were functioning within age expectations in Outcome #3 by the time they turned 6 years of age or exited the program.

37 Essential Knowledge to Improve Data 37 Quality COSF team members must… Know about the child’s functioning across settings and situations Understand age-expected child development Understand the content of the three child outcomes Know how to use the rating scale Use the Decision Tree in the rating process Understand age expectations for child functioning within the child’s culture

38 Quality Indicators of a Good COSF Discussion 38 All team members participate Parent input is respectfully considered Multiple sources of assessment information considered (observation, family report, formal “testing”) Team describes child’s functioning (not just test scores) Discussion includes child’s full range of functioning Team documents the rationale for the rating


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